Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is the author or coauthor of 35 books and many articles on evaluation, teaching in nursing, and studies of the nursing literature. She is the Editor-in-Chief of Nurse Educator. Dr. Oermann received the National League for Nursing (NLN) Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President’s Award. The NLN established an award in her honor, the Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team who has generated an evidentiary base for the science of nursing education.Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, is the owner of and principal nursing education consultant for OWK Consulting, Pittsburgh, Pennsylvania. She has over 35 years of teaching and administrative experience in graduate and undergraduate nursing programs. She is a coauthor of 13 nursing education books and an author or coauthor of numerous articles on nursing education and perioperative nursing topics. Dr. Gaberson presents and consults extensively on assessment and evaluation, clinical teaching, and academic integrity.Jennie C. De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Professor of Nursing and Director of the Nursing Education Specialty at Duke University School of Nursing. With extensive experience in nursing education, she has provided consultation to nursing schools worldwide, including in South Korea, Ghana, India, Tanzania, Saudi Arabia, Oman, and Lebanon, focusing on curriculum and faculty development. Dr. De Gagne is an expert in educational technology and online education, particularly in the effective use of instructional technology and cybercivility across the curriculum. She has authored or coauthored over 200 publications, including more than 120 peer-reviewed journal articles, and has presented at nearly 150 national and international conferences, establishing herself as a thought leader in the nursing education community.

• PrefaceInstructor's ResourcesPART I. CONCEPTS OF ASSESSMENTChapter 1: Assessment and the Educational ProcessChapter 2: Qualities of Effective Assessment Procedures: Validity, Reliability, and UsabilityPART II. TESTING AND OTHER ASSESSMENT METHODSChapter 3: Planning for TestingChapter 4: True–False and MatchingChapter 5: Multiple-Choice and Multiple-ResponseChapter 6: Short-Answer (Fill-in-the-Blank) and EssayChapter 7: Assessment of Higher Level Learning and Clinical JudgmentChapter 8: Test Construction and Preparation of Students for Next Generation NCLEX® and Certification ExaminationsChapter 9: Assessment of Written AssignmentsPART III. TEST CONSTRUCTION AND ANALYSISChapter 10: Assembling, Administering, and Scoring TestsChapter 11: Testing and Evaluation in Online CoursesChapter 12: Test and Item Analysis: Interpreting Test ResultsPART IV. CLINICAL EVALUATIONChapter 13: Clinical EvaluationChapter 14: Clinical Evaluation MethodsChapter 15: Simulation and Objective Structured Clinical Examination for AssessmentPART V. ISSUES RELATED TO TESTING AND EVALUATION IN NURSING EDUCATIONChapter 16: Social, Ethical, and Legal IssuesChapter 17: GradingChapter 18: Program Evaluation and AccreditationAPPENDICESAppendix A Sample Action Verbs for Taxonomic LevelsAppendix B Quick Reference Guide for Writing Different Types of Test Items With ExamplesAppendix C Examples of Stems for Test Items on Clinical PracticeAppendix D Testing Resources for Nurse EducatorsAppendix E National League for Nursing Fair Testing Guidelines for Nursing EducationIndex

Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is the author or coauthor of 35 books and many articles on evaluation, teaching in nursing, and studies of the nursing literature. She is the Editor-in-Chief of Nurse Educator. Dr. Oermann received the National League for Nursing (NLN) Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President’s Award. The NLN established an award in her honor, the Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team who has generated an evidentiary base for the science of nursing education.Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, is the owner of and principal nursing education consultant for OWK Consulting, Pittsburgh, Pennsylvania. She has over 35 years of teaching and administrative experience in graduate and undergraduate nursing programs. She is a coauthor of 13 nursing education books and an author or coauthor of numerous articles on nursing education and perioperative nursing topics. Dr. Gaberson presents and consults extensively on assessment and evaluation, clinical teaching, and academic integrity.Jennie C. De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Professor of Nursing and Director of the Nursing Education Specialty at Duke University School of Nursing. With extensive experience in nursing education, she has provided consultation to nursing schools worldwide, including in South Korea, Ghana, India, Tanzania, Saudi Arabia, Oman, and Lebanon, focusing on curriculum and faculty development. Dr. De Gagne is an expert in educational technology and online education, particularly in the effective use of instructional technology and cybercivility across the curriculum. She has authored or coauthored over 200 publications, including more than 120 peer-reviewed journal articles, and has presented at nearly 150 national and international conferences, establishing herself as a thought leader in the nursing education community.

• PrefaceInstructor's ResourcesPART I. CONCEPTS OF ASSESSMENTChapter 1: Assessment and the Educational ProcessChapter 2: Qualities of Effective Assessment Procedures: Validity, Reliability, and UsabilityPART II. TESTING AND OTHER ASSESSMENT METHODSChapter 3: Planning for TestingChapter 4: True–False and MatchingChapter 5: Multiple-Choice and Multiple-ResponseChapter 6: Short-Answer (Fill-in-the-Blank) and EssayChapter 7: Assessment of Higher Level Learning and Clinical JudgmentChapter 8: Test Construction and Preparation of Students for Next Generation NCLEX® and Certification ExaminationsChapter 9: Assessment of Written AssignmentsPART III. TEST CONSTRUCTION AND ANALYSISChapter 10: Assembling, Administering, and Scoring TestsChapter 11: Testing and Evaluation in Online CoursesChapter 12: Test and Item Analysis: Interpreting Test ResultsPART IV. CLINICAL EVALUATIONChapter 13: Clinical EvaluationChapter 14: Clinical Evaluation MethodsChapter 15: Simulation and Objective Structured Clinical Examination for AssessmentPART V. ISSUES RELATED TO TESTING AND EVALUATION IN NURSING EDUCATIONChapter 16: Social, Ethical, and Legal IssuesChapter 17: GradingChapter 18: Program Evaluation and AccreditationAPPENDICESAppendix A Sample Action Verbs for Taxonomic LevelsAppendix B Quick Reference Guide for Writing Different Types of Test Items With ExamplesAppendix C Examples of Stems for Test Items on Clinical PracticeAppendix D Testing Resources for Nurse EducatorsAppendix E National League for Nursing Fair Testing Guidelines for Nursing EducationIndex

Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is the author or coauthor of 35 books and many articles on evaluation, teaching in nursing, and studies of the nursing literature. She is the Editor-in-Chief of Nurse Educator. Dr. Oermann received the National League for Nursing (NLN) Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President’s Award. The NLN established an award in her honor, the Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team who has generated an evidentiary base for the science of nursing education.Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, is the owner of and principal nursing education consultant for OWK Consulting, Pittsburgh, Pennsylvania. She has over 35 years of teaching and administrative experience in graduate and undergraduate nursing programs. She is a coauthor of 13 nursing education books and an author or coauthor of numerous articles on nursing education and perioperative nursing topics. Dr. Gaberson presents and consults extensively on assessment and evaluation, clinical teaching, and academic integrity.Jennie C. De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Professor of Nursing and Director of the Nursing Education Specialty at Duke University School of Nursing. With extensive experience in nursing education, she has provided consultation to nursing schools worldwide, including in South Korea, Ghana, India, Tanzania, Saudi Arabia, Oman, and Lebanon, focusing on curriculum and faculty development. Dr. De Gagne is an expert in educational technology and online education, particularly in the effective use of instructional technology and cybercivility across the curriculum. She has authored or coauthored over 200 publications, including more than 120 peer-reviewed journal articles, and has presented at nearly 150 national and international conferences, establishing herself as a thought leader in the nursing education community.

• PrefaceInstructor's ResourcesPART I. CONCEPTS OF ASSESSMENTChapter 1: Assessment and the Educational ProcessChapter 2: Qualities of Effective Assessment Procedures: Validity, Reliability, and UsabilityPART II. TESTING AND OTHER ASSESSMENT METHODSChapter 3: Planning for TestingChapter 4: True–False and MatchingChapter 5: Multiple-Choice and Multiple-ResponseChapter 6: Short-Answer (Fill-in-the-Blank) and EssayChapter 7: Assessment of Higher Level Learning and Clinical JudgmentChapter 8: Test Construction and Preparation of Students for Next Generation NCLEX® and Certification ExaminationsChapter 9: Assessment of Written AssignmentsPART III. TEST CONSTRUCTION AND ANALYSISChapter 10: Assembling, Administering, and Scoring TestsChapter 11: Testing and Evaluation in Online CoursesChapter 12: Test and Item Analysis: Interpreting Test ResultsPART IV. CLINICAL EVALUATIONChapter 13: Clinical EvaluationChapter 14: Clinical Evaluation MethodsChapter 15: Simulation and Objective Structured Clinical Examination for AssessmentPART V. ISSUES RELATED TO TESTING AND EVALUATION IN NURSING EDUCATIONChapter 16: Social, Ethical, and Legal IssuesChapter 17: GradingChapter 18: Program Evaluation and AccreditationAPPENDICESAppendix A Sample Action Verbs for Taxonomic LevelsAppendix B Quick Reference Guide for Writing Different Types of Test Items With ExamplesAppendix C Examples of Stems for Test Items on Clinical PracticeAppendix D Testing Resources for Nurse EducatorsAppendix E National League for Nursing Fair Testing Guidelines for Nursing EducationIndex